Resilience is a multifaceted and dynamic process shaped by the interplay of personal and environmental factors (Madariaga, 2014; Masten & Powell, 2003). This complexity underscores the potential to promote resilience through education, empowering professionals to recognize and leverage their own resources as well as those within their communities. These professionals, referred to as "tutors of resilience," play a crucial role in facilitating resilience-building in others (Castelli, 2015; Cyrulnik, 2014; Hurtubia, 2019).
This study aims to identify key elements to consider for training tutors of resilience who work with children and adolescents in socio-educational contexts. The research involved 72 professionals from Syria, Guatemala, and Mozambique and utilized a descriptive phenomenological approach with both quantitative and qualitative methods. It explores the similarities and differences across various cultural contexts, emphasizing how these factors affect the effectiveness of resilience education.
The findings will significantly contribute to understanding the competencies required for tutors of resilience, thereby informing training programs and educational practices aimed at enhancing resilience in vulnerable populations